DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539
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Resultados da Pesquisa
Item O uso do jogo didático sobre elementos para alunos do 1° anodo ensino médio na escola pública: jogo da tabela periódica(2021-08-11) Oliveira, Mirian Souza de; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Pio, Mauro Célio da Silveira; http://lattes.cnpq.br/3457499082138070; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/5940747651740209The great lack of interest and difficulty in finding methodological alternatives for teaching chemistry is the students' lack of interest, especially in the use of the periodic table, as they are used to the traditionalism of the classroom that occurs daily in all subjects. Based on this need, it was necessary to innovate in these classes, with didactic games, called the assembly of the periodic table on the cardboard sheet and the dice game with the cards in the periodic table. The game helps in the teaching-learning process and facilitates the understanding of chemical elements and their main characteristics such as quantum number, their melting and boiling point for physical and chemical characteristics. This work aimed to create a didactic game to help teachers and students in high school chemistry, making them understand the contents covered in the classroom, more specifically the chemical elements of the periodic table. The work was carried out in a public school, with students from the Ist year of high school, the Solon de Lucena State School located in the neighborhood of São Geraldo, Manaus AM. The applied activities were with classes, practical activity tests, with knowledge about processes and essential concepts of Chemistry, covered in high school. The didactic game "periodical table" was applied. Based on the positive result, So it was a great alternative to all sets in the classroomItem O uso do jogo didático no ensino de química para alunos do ensino médio de uma escola pública: cartas da tabela periódica(2021-02-26) Fonseca, Harley Pereira da; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346The great lack of interest of students in teaching chemistry, especially with the use of the periodic table, is related to the traditionalism of expository classes, taught in the classroom, making them monotonous, both for the students and the teachers who teach these classes. From this observation, the need for innovation in these classes arose, with the aid of the didactic games tool, called the periodic table card game. This game tries to develop better learning and facilitate the recognition and identification of chemical elements, along with their physical and chemical characteristics. This work aims to create a didactic game, to assist teachers and students in teaching chemistry, facilitating the understanding of the contents covered in the classroom, more specifically chemical elements of the periodic table. The content was approached in a public school, with students from the 1st year of high school EJA (Youth and Adult Education), located in the neighborhood of Nova Cidade Manaus AM., Using a diagnostic questionnaire to collect data before applying the game and an evaluative questionnaire after the application of the game, for students and the teacher, in order to verify what contributions this tool would have in the teaching-learning process of this content. Theoretical classes were also used, in addition to a different methodology with the use of educational games. Classroom research was also carried out, looking for examples of the chemical elements in the students' daily lives, always adopting a technical and innovative language, with textbook activities and exercises. The results obtained were very satisfactory, as it is possible to observe through the graphs made in this work, the change of thought and concept about the periodic table, with the use of didactic games in the teaching of chemistry. It is concluded that the research, reached its objectives, contributing significantly to a better performance in the identification and memorization of the chemical elements of the periodic table, demonstrating that the use of didactic games is another auxiliary tool in teaching.Item Contribuições dos programas PIBID e residência pedagógica para formação inicial de uma acadêmica do curso de Licenciatura em Química do Instituto Federal Do Amazonas Campus Manaus Centro(2021-08-09) Oliveira, Evelyn Ferreira de; Souza, Heliamara Paixão Filizola; Souza, Heliamara Paixão Filizola; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Fabrício Filizola; http://lattes.cnpq.br/9552195362058392This work presentes my experiences in two high school institutions of the Manaus State Education Network – AM, during the Institutional Program for Teaching Scholarships (Pibid) and the Pedagogical Residency that took place in 2017 na 2018/2019, respectively. The research aimed to understand how the experiences in the Pibid and Pedagogical Residency programs contribute to ny initial training as a student of the Licentiate Degree in Chemistry at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center. During the immersion in the school environment, observation and interaction with students, teachers and the entire school community, I used the training memorial as a self-training instrument. Participation in the Pibid and Pedagogical Residency programs allowed the approximation and familiarization with the profession, through observation and conducting in the school environment, made possible the Exchange of experience with more experienced teachers trained in chemistry. Therefore, teacher training programs are designed to enhance the teaching profession by validating the knowledge acquired by elemenatry school teachers throughout their careers and placing them as co-trainers of new teachers. In addition, they contributed positively to the initial training of future teachers, leaving them more secure in the role of teacher, enabling them to atribute new meanings to the teaching profession and bringing conviction to the choice of profession.